Task-Based Language Teaching

Rod EllisUniversity of Auckland

Three Dimensions of Language Teaching

Goal (i.e. ‘why’ the language is being taught)Content (i.e. ‘what’ is taught)- Type A syllabuses- Type B syllabusesMethodology (i.e. ‘how’ it is taught)- accuracy- fluency

Task-Based TeachingGoal Content Methodology

Ability to communicate

Type B (i.e. a series of message-focused tasks)

Fluency (i.e. focus on message conveyance)

Rationale for Using Tasks1. Developing implicit knowledge – learners

can best develop implicit knowledge of a second language incidentally through the effort to communicate.

2. Automatization – learners can only gain in fluency by attempting to use the L2 in real operating conditions.

 

Defining a ‘Task’

1. A task is a goal directed.2. A task involves a primary focus on

meaning.3. The participants choose the

linguistic resources needed to complete the task.

4. A task has a clearly defined outcome.

Types of Task

1. Unfocussed tasksa. Pedagogicb. Real world

2. Focused tasks

An Example of a Pedagogic Task

1. Four students – each has one picture and describes it to the rest of the class.

2. Students from the rest of the class ask the four students questions about their pictures.

3. One student from the class tries to tell the story.

4. If necessary Steps 2 and 3 are repeated.

Some Typical Pedagogic Tasks

1. Information-gap tasks (e.g. Same or Different)

2. Opinion-gap tasks (e.g. Balloon debates)3. Reasoning-gap tasks4. Personal tasks5. Role-play tasksNote: Tasks can be dialogic or monologic;

they can be performed orally or in writing.

A Real-World Task Look at the e-mail message below. Listen to Mr.

Pointer’s instructions on the tape. Make notes if you want to. Then write a suitable reply to Lesieur.

Dear Mr. PointerPlease send flight number, date and time of arrival and I will arrange for someone to meet you at the airport.Lesieur.

A Focused Task

Can you spot the differences?

B

A

A Focused Task

Can you spot the difference?

A

B

Two Approaches to Using Tasks

1. Use tasks to support a Type A approach.- task-supported teaching (Type A)- weak form of communicative language teaching

2. Use tasks as the basis for teaching- task-based teaching (Type B)- strong form of communicative teaching

Designing a Task-Based Curriculum

1. Select task types according to general level.

2. Determine the themes/topics of the tasks

3. Grade tasks in terms of task difficulty

4. Specify language/skills/ text types required to perform the task.

The Methodology of Task-Based Teaching

Three phases in a task-based lesson:1. Pre-task phase2. Main task phase3. Post-task phase

The Pre-Task Phase

Some options:

1. Allow the students time to plan.2. Provide a model3. Do a similar task4. Pre-teach key linguistic items

The Main Task Phase

Some options:1. Whole-class vs. small group work2. Set a time for completing the task.3. Vary the number of participants.4. Introduce a surprise element.5. Tell students they will have to

present a report to the whole class.

The Post-Task Phase

Some options:

1. Students give a report.2. Repeat task (e.g. students switch

groups)3. Consciousness-raising activities.

Focussing on FormOpportunities to focus on form arise in task-

based teaching:Definition: Focus on form … overtly draws students’

attention to linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning or communication. (Long 1991)

cf. Focus on forms

Three Types of Focus on Form

1. Reactive focus on form (error correction)

2. Teacher-initiated focus on form3. Student-initiated focus on form

Reactive Focus on Form: An Example

T: What were you doing?S: I was in pub (2)S: I was in pubT: In the pub?S: Yeh and I was drinking beer with my friend.

Dual FocusLearner 1: And what did you do last weekend?Learner 2: … I tried to find a pub where you

don’t see – where you don’t see many tourists. And I find one

Teacher: Found.Learner 2: I found one where I spoke with two

English women and we spoke about life in Canterbury or things and after I came backTeacher: Afterwards …

Swan’s Critique of TBLT

Assumption

Critique Response

TBLT does not claim this is the only way

Swan’s Critique of TBLTAssumption Swan’s Critique ResponseAcquisition takes place on-line during communication,

There is no evidence to show that this is the only way acquisition takes place.

It is not the only way; but it is the most efficient way to develop the implicit knowledge needed for fluent communicative use.

Conscious noticing of form is necessary for acquisition.

Not all acquisition involves conscious attention to form.

TBLT is not dependent on conscious noticing; it caters to both conscious and unconscious learning.

The existence of developmental sequences makes a structural syllabus unworkable.

The evidence for developmental sequences is limited; if they do exist they also nullify incidental focus on form

Incidental attention to form is extensive; some of it hits and some of misses. Enough hits to make it effective for acquisition.

TBLT prioritizes the acquisition of grammar.

Learning another language is as much about learning vocabulary as grammar

Agreed. TBLT serves as an approach for developing all aspects of an L2.

The Danger of PiginizationL1: What?L2: Stop.L3: Dot?L4: Dot?L5: Point?L6: Dot?LL: Point, point, yeh.L1: Point?L5: Small point.L3: Dot(From Lynch 1989, p. 124; cited in Seedhouse 1999).

But tasks can be structured to promote more complex and accurate interaction.

The Teacher’s Role

Swan denigrates TBLT on the basis that the teacher is relegated to the role of manager and facilitator of interaction.

But the teacher can also be supplier of input and also a source of feedback. Not all TBLT lessons are learner-centred.

Input and Output

Swan – “It remains true that TBI provides learners with substantially less new language than traditional approaches. This seems a serious weakness.”Tasks can involve all four skills. Many tasks involve input only (i.e. are listening or reading tasks).

Pedagogic Problems and Solutions

Problem Solution

1. Students lack proficiency to communicate in the L2

Devise activities that develop ability to communicate gradually.

2. Students unwilling to speak English in class.

Use small group work; allow planning time; learner training

Problems with the Educational System and Solutions

Problems Solutions

1. Emphasis on ‘knowledge’ learning

Review philosophy of education.

2. Examination system

Develop new more communicative exams

3. Large classes Use small group work; develop tasks suited to large classes.

Conclusions1. Task-based teaching offers the opportunity for

‘natural’ learning inside the classroom.2. It emphasizes meaning over form but can also

cater for learning form.3. It is intrinsically motivating.4. It is compatible with a learner-centred

educational philosophy but also allows for teacher input.

5. It caters to the development of communicative fluency while not neglecting accuracy.

6. It can be used alongside a more traditional approach.